Abstract
This study aimed to identify preadmission cognitive and noncognitive factors affecting first-year doctor. of physical therapy (DPT) students' academic success.PURPOSEThis study aimed to identify preadmission cognitive and noncognitive factors affecting first-year doctor. of physical therapy (DPT) students' academic success.A retrospective, predictive, correlational study was conducted on 220 first-year DPT students. Variables included grade point averages (GPAs), Graduate Record Examination (GRE) scores, Maslach Burnout Inventory scores (exhaustion, cynicism, self-efficacy), and first-year GPA.METHODSA retrospective, predictive, correlational study was conducted on 220 first-year DPT students. Variables included grade point averages (GPAs), Graduate Record Examination (GRE) scores, Maslach Burnout Inventory scores (exhaustion, cynicism, self-efficacy), and first-year GPA.Undergraduate GPA and GRE scores had weak-to-moderate correlations with academic performance. Exhaustion and self-efficacy significantly increased over the first quarter and predicted first-quarter GPA. Self-efficacy predicted first-year GPA. Students from racial and ethnic minority (REM) groups were at higher risk of taking a leave of absence (LOA) during the first year.RESULTSUndergraduate GPA and GRE scores had weak-to-moderate correlations with academic performance. Exhaustion and self-efficacy significantly increased over the first quarter and predicted first-quarter GPA. Self-efficacy predicted first-year GPA. Students from racial and ethnic minority (REM) groups were at higher risk of taking a leave of absence (LOA) during the first year.Burnout, especially self-efficacy, impacts DPT students' academic success. REM students face a higher LOA risk, highlighting the need for improved support services.CONCLUSIONBurnout, especially self-efficacy, impacts DPT students' academic success. REM students face a higher LOA risk, highlighting the need for improved support services.